Karteikarten
Learning and Memory
Karten in diesem Stapel (29)
- 1components of learning and memory- William James (1890)- primary and secondary memories
- Broadbent (1958)- short-term memory
- Atkinson- Shiffrin "multi-store model" (1968)- sensory memory, stm, and ltm are distinct storage entities
- Baddeley and Hitch (1974)- working memory to replace stm - 2types of memoryexplicit (declarative) and implicit (non-declarative)
- 3explicit memoryfacts (semantic)
events (episodic)
medial temporal lobe - 4implicit memoryprocedural memory (skills and habits)- striatum
priming- neocortex
associative learning (classical and operant conditioning)- emotional responses/amygdala, skeletal musculature/cerebellum - 5What is memory?1950s and 60s- chemical that can be transferred through cannibalism?
2018- RNA causing DNA methylation to change in the recipient - 6non-declarative memorynon-associative: habituation and sensitization, decreased or increased responsiveness to a stimulus with repeated presentation
associative: classical conditioning, instrumental conditioning - 7classical/Pavlovian conditioninglearning the relationship between two stimuli (reflexive learning- response being measured is a reflex)
- 8neural basis for classical conditioning- neural model must include localization of site where information about the NS and UCS converge, explain what occurs to produce a change in the response to what was the NS
- 9Lashley- brain engramscutting rat cerebral cortex- no specific lesion or knife cut in the cerebral cortex produces a clear effect, deficits mainly a product of the total amount of damage (Law of Mass Action)
- but maze learning doesn't require the cerebral cortex!
- cerebellum
- inputs converging at the lateral amygdala - 10instrumental conditioningassociative form of learning that involves learning the relationship between a behavior and a consequence- Thorndike calls this trial and error learning (1898), Skinner calls it operant conditioning (1950s)
- 11Thorndike's Law of Effect“The consequences of a response determine whether the tendency to perform it is strengthened or weakened. If the response is followed by a satisfying event (e.g., access to food), it will be strengthened; if the response is not followed by a satisfying event, it will be weakened.”
today: reinforcement and punishment used to shape behavior - 12dopamine and reinforcement- discovered sites in rat brain that are reinforcing when electrically stimulated (Olds and Milner, 1950s)- medial forebrain bundle runs through the lateral hypothalamus, mesolimbic system
- stimulation of these sites: dopamine release in the NAc- later found that drugs of abuse and natural rewards can cause dopamine to be released
- dopamine released when a reward is received
- dopamine strengthens active circuits - 13learning neural mechanism theories- Cajal, 1894- memory is stored as an anatomical change in the strength of neuronal connections
- Hebb, 1949- changes in firing - 14long-term potentiation (LTP)cellular basis of learning and memory?
requirement: strong depolarization in the post-synaptic cell that is coincident with pre-synaptic activity
consequence: enhanced and persistent release of neurotransmitter from the presynaptic cell in response to the same stimulus that was previously applied
specificity: LTP induced only in the synapse that was active - 15associative learning and LTP- strengthening of weak synapses that are coincidentally active
- think about in terms of classical conditioning - 16NMDA receptors and LTP- during normal synaptic transmission, only AMPA receptors are activated and weak EPSPs are produced- NMDA receptors are blocked/inactive during low activity
- increased synaptic activity produces a stronger depolarization: NMDA receptor is activated by removing Mg++ ion, allowing Ca++ to enter the cell
-Ca++ activates CaMKII, an enzyme that in turn causes a series of events to occur resulting in long-term neuronal changes - 17structural changes after LTP- increase in AMPA receptors
- changes in synaptic structure - 18amnesia typesretrograde amnesia: memories, interfere with LTM/retrieval
anterograde amnesia: new learning, interfere with encoding, consolidation - 19major structures: medial temporal lobehippocampus, amygdala, and ‘limbic’ cortex: entorhinal, parahippocampal and perirhinal regions
- 20HM- medial temporal lobectomy
- damage to hippocampus, EC
- parahippocampal cortex totally gone, shrunken cerebellum (due to anti-epileptic drugs)
- severe anterograde amnesia despite normal STM and IQ- can't consolidate
- for EPISODIC memory/declarative
- non-declarative learning is intact
- moderate retrograde amnesia - 21NA and BJ- lesion in mammilary bodies and left medial dorsal thalamus
- profound anterograde amnesia, milder retrograde amnesia
- normal STM - 22Clive Wearing- encephalitis- damage to large areas of temporal lobes bilaterally
- severe retrograde and anterograde amnesia
- non-declarative skills spared
- semantic memory sparing - 23KC- motorcycle accident at 30- extensive damage to H, PH, PR
- retrograde and anterograde amnesia
- loss of episodic memories
- remarkable sparing of semantic memory- also capable of some semantic learning, due to spared temporal cortex? - 24Semantic Dementia and MTL Lesions- on semantic knowledge: medial temporal lobe patients better than lateral temporal lobe patients
- on new episodic learning: lateral temporal lobe patients better than medial temporal lobe patients - 25human study conclusions- the hippocampus and medial temporal lobe are needed for creating new declarative/episodic memories
- these parts are not needed for short term memory or non-declarative learning
- these parts may not be where older episodic memories are stored - 26location of memory: animal studies- DNMS studies reveal that memory deficits were only moderate when just the HI was lesioned; the most severe deficits required damage to the surrounding limbic cortex
- 27hippocampal function in animals- O'Keefe and Dostrovsky (1971)- different neurons have different spatial receptive fields, involvement of HI in spatial awareness?
- in Morris Water Maze test, lesions of HI distrupt learning of a spatial/relational memory but not learning of a stimulus-response cue
- object recognition is associated with the visual association cortex - 28more animal study conclusions- both hippocampus and medial temporal lobe important in the creation of new declarative memories
- the HI is important for spatial learning
- striatum mediates maze-learning, habits
- visual cortex mediates object recognition
- the hippocampus is important for consolidation and reconsolidation - 29hippocampus and reconsolidation- fear response study in rats
- rats given a protein synthesis inhibitor within hours after fear conditioning show no learning
- injecting this immediately after recall also disrupts the memory
Informationen
- Beschreibung
- Psychology (Physiological Psychology) Karteikarten am Learning and Memory, erstellt von Renee Torio am 13/12/2021.
- Erstellt von
- Renee Torio
- Aufrufe
- 0
- Bewertung